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A Review of Assessment Tools for Service-Learning in Higher Education

A Review of Assessment Tools for Service-Learning in Higher Education . Furco Focus History Implementation Evaluation A to F. The Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education (a.k.a. FURCO)

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A Review of Assessment Tools for Service-Learning in Higher Education

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  1. A Review of Assessment Tools for Service-Learning in Higher Education

  2. Furco Focus History Implementation Evaluation A to F

  3. The Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education (a.k.a. FURCO) The original rubric is based on a worksheet developed by Kecskes and Muyllaert (1997) and was first published and piloted in 1998. Revised in 1999 and 2002. Other key contributors include: A. Driscoll, B. Holland, B. Jacoby, and E. Zlotkowski Some History

  4. Midwest Consortium 2003 modification -numerical phases added (1-9). • In 2009, D. Pawlowski collected FURCO data from 25 Midwest Consortium institutional members beginning with 2003-2007/2009. Some History

  5. Five Dimensions and respective components Dimensions Components Definition of S-L, Strategic Plan, Alignment with Mission Alignment with Ed. reform Faculty awareness, involvement, leadership, incentives Student awareness, opportunities…. Community awareness, mutual understanding, voice Coordinating office, staffing, funding, support, assessment • Philosophy and Mission of Service-Learning • Faculty support for and involvement in S-L • Student support for…. • Community participation and partnership • Institutional support

  6. What is the Furco? A pedagogically recognized tool/a collective goal/evidence based (qualitative and quantitative) measure • Who completed the assessment- Faculty/Staff, Adm. etc. Collects the data/analyzes • How to complete the assessment -Provide instructions -Develop procedures -Results • When- Annually Questions

  7. Why should you consider assessment • Provide opportunities for discussion about strengths and weaknesses • A-F • Where do we go from here -Provide feedback -Additional data needed -Action plan QUESTIONS

  8. Surveys • Social Media • Orientations • Consultations/Interviews • Workshops • Advisory Committee • Admissions and Alumnae • National Survey of Student Engagement (NSSE) • Recognitions Other Forms of Assessment

  9. Is assessment worth it? • Resources -Literature Driscoll, B. Holland, S. Gelmon, S. Kerrigan (1996) “culture of evidence” -Practitioners-NECC Closing Comments and Continuing Challenges

  10. Lessons from Pawlowski • Data trends suggested that over time the dimension scores had upward (1-9 range) improvement. • The lowest dimension overall was student participation when data was aggregated. Although, at least five institutions had quality building participatory scores for students. Scores above the range of 5 or above, consistently over seven years (i.e. Hastings, Nebraska Methodist, UNL ,UNO, and Wayne State). • Other institutions showed consistently high scores in dimension 4 = community (i.e. Iowa western, UNK, UNL, UNO and NE Medical Center) • And all but one above scored high as well, on dimension 5= institution.

  11. Implications and Future Pawlowski Data • Some large variations in numbers with some institutions; is this really a difference in the S-L between institutions or just in the interpretation in how individuals are evaluating Furco? • Furco is a great tool for assessment, if utilized consistently • Qualitative data will help provide more information • Those institutions that have great strengths in particular areas would be great role models/spokespersons for other institutions (or their administrators) • Focus on student participation; assessment from students can help drive institutional support

  12. Driscoll A., Holland, B., Gelmon, S., Kerrigan, S. (1996) An Assessment model for service-learning: comprehensive case studies of impact on faculty, students, community, and institution. Michigan Journal for service-Learning. Furco, A. (2002). Self-Assessment Rubric for the institutionalization of service-learning in higher education. University of California, Berkeley. Gelmon, S. (2000). Challenges in assessing service-learning. Michigan Journal of Community Service Learning. N.A. Self-assessment tool for service-learning sustainability. Community-Campus Partnerships for Health. Karlen, J., Nelson. L., (2009). FURCO Document procedures. Wayne State College Service-Learning. Pawlowski, D. (2010) Analysis of consortium perceptions: Quantitative reflections of the Furco instrument. Midwest Consortium for Service-Learning in Higher Education 2010 Learn and Serve Grant Report. References

  13. Thank You

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